Book Creator

Vocabulary Program

by Amanda Austin


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Vocabulary Program
Amanda Austin
Make connections between new
words and already learned words
Repeat new words often
5 Key Elements
to help
students learn
Use examples to illustrate new words
Provide strategies for students to use new words
Allow students time to use new words
(Peregoy & Boyle, 2017, p. 259)
The more students are exposed and interacting with words the easier it will be for them to learn and understand the words. It will happen at a faster rate if these 5 elements are applied.
Beginner Program
Those who are first starting off and have a minimal English vocabulary will begin at this step in the program. These are students who need extra assistance at a slower pace to familiarize themselves with English sounds and form. They need only the basic vocabulary.
(Peregoy & Boyle, 2017, p. 270)
#1: TPR (Total Physical Response)
The teacher will connect the new vocabulary words to actions. Examples of this are "stand up," "sit down," and "wave good-bye." By participating in the action as the word is said, it will stick in the students' heads helping them to learn and understand each word.
#2: Read-Alouds
It is advised that when reading aloud to students, teachers pick a short piece of reading that includes a topic the students are already familiar with. This will allow them to maintain focus on the reading and make connections between the words they hear and the meaning behind the words. They will also be able to focus on the word sounds and the cadences of English, helping them to become more familiar with the language as a whole.
#3: Picture Dictionaries
These give students a word and a picture to connect to the word, bringing the word to life. Whenever students see the picture or see the word they will connect them and understand what is being said.
(Peregoy & Boyle, 2017, p. 270-272)
Students who know the majority of the first 2,000 high frequency words will begin this step in the program. These are students who still need to focus on words that will help them learn the subject matter in class, but they are ready to transition to the next set of words that will improve their English learning. They are ready for more elaborate activities.
(Peregoy & Boyle, 2017, p. 274)